Principal Investigators
Jeremy Roschelle, SRI International
Deborah Tatar, Virginia Polytechnic Institute
Susan Empson, The University of Texas Austin
Bill Hopkins, Charles A. Dana Texas at Austin
Stephen Hegedus, UMass Dartmouth

Funding
National Science Foundation
$6,500,000

Project Aims

• Address student learning of rate and proportionality in a wide variety of Texas middle schools
• Enable democratic access to the mathematics of change and variation through integration of curriculum and technology
• Implement replacement units that integrate innovative software with curriculum
• Randomly assign teachers to teach SimCalc given a 1-week training with the software & track their progress
• Diffusion of innovative technology with integrated curriculum

Future Work

• Look at students with teachers who are teaching SimCalc for the second time and who had additional professional development to see if they learn more than students with teachers who are using SimCalc for the first time
• Analyze how variations in teaching practice and classroom settings contribute to different learning outcomes for different groups of students and teachers
• Observe what happens when research support is scaled back
• Analyze scale and sustainability post-intervention